UNIT I

Overview of
Technical Writing

Introduction
In the different areas of expertise, studies, and professions, there is a need for the
common person to understand specific information regarding these said areas that
may seem to be jargon at times. As such, technical writing addresses this concern by
allowing the reader to still follow with the information presented to them regardless
of their background knowledge of any specific area.

Learning Outcomes
By the end of the lessons, you are expected to:

LO 1: Identify the different technical writing genre and their purposes

What is Technical Writing?

 Technical writing is writing about scientific subjects and about various
technical subjects associated with the sciences.
 Technical writing is characterized by certain formal elements, such as its
scientific and technical vocabulary, its use of graphic aids, and its use of
conventional report forms.
 Technical writing is ideally characterized by the maintenance of an
attitude of impartially and objectivity, concisely, and by the absence of
any attempt to arouse emotion.
 Technical writing is writing in which there is relatively high
concentration of certain complex and important writing techniques, in
particular description of mechanisms, description of process, definition,
classification, and interpretation.

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Products of Technical Writing
1. Business Letter – is a type of written communication. It is written using
formal language and follows formal elements of letter writing.
2. Contract – written agreement between two people under mutually agreed
terms.
3. Printed Action Memo – ready-format memorandum that only requires a
checkmark on the appropriate box that contains the message.
4. Graphic Aids – drawings, sketches and illustrations that aid the readers in
understanding the presented data.
5. Instructional Manuals – written to guide readers on how to assemble,
maintain, and operate an apparatus, machine or gadget.
6. Brochures – are pamphlets or flyers that endorse a product in such a way
that the potential customer will be convinced to purchase.
7. Proposals – are written suggestions on how to make the company or
organization more productive and successful.
8. Memoranda – are inter-office written communication used to disseminate
information.

Principles in Good Technical Writing

1. Always assume that the reader is intelligent, but uninformed.
2. Always decide what the exact purpose of your report is, and make sure
that every paragraph, sentence, and word makes a clear contribution to
that purpose.
3. Use language that is simple, concrete and familiar.
4. Check your writing principle: “First you tell the reader what you’re going
to tell, then you tell him what you’ve told him.”
5. Make your report attractive.

Purposes of Technical Writing

1. It serves as a basis for management decision.
2. It furnishes needed information.
3. It gives instructions.
4. It records business transactions through proposals.
5. It procures business proposals.
6. It serves as a basis for public relations.
7. It provides report to stockholders of companies.

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Properties of Technical Writing
The following properties of technical writing are also known as “considerations” when writing technical reports.

1. Subject Matter – in writing technical papers, you must ask the question,
“What will I write about?”
2. Audience – when thinking about the audience, ask “Whom am I writing
for? or Who are my intended readers?”
3. Expression – it refers to the two basic modes in which a technical report
has to be delivered – writing it or reading it.
4. Style – it refers to how the material is written. A technical writer uses
clear, specific point of view, objective, impartial, and unemotional style in
writing.
5. Arrangement of Materials – this pertains to how ideas should be
organized in chronological, spatial or logical order, from general to
specific or specific to general, and use illustrations to present the
information.

Writing can be grouped into five basic types:

1. Technical Writing – convey specific information about technical subject to
a specific audience for a specific purpose.
2. Creative Writing – is fiction–poetry, short stories, plays, and novels–and
far different from technical writing.
3. Expressive Writing – is a subjective response to a personal experience–
journals and diaries–whereas technical writing might be objective
observations of a work–related experience or research.
4. Expository Writing – “exposes” a topic analytically and objectively, such as
news reports. Like technical writing, the goal of expository writing is to explain
or reveal knowledge, but expository writing does not necessarily expect a
response or action from the reader.
5. Persuasive Writing – depends on emotional appeal. Its goal is to change
one’s attitudes or motivate him/her to action.

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Differences between Technical Writing and Creative Writing
Technical Writing Creative Writing

Content factual, straight- imaginative, metaphoric

forward
or symbolic

Audience specific general

Purpose inform, instruct, entertain, provoke,

persuade captivate

Style formal, standard, informal, artistic,

academic figurative

Tone objective subjective

Vocabulary specialized general, evocative

Organization sequential, arbitrary, artistic

systematic

Task Activity
A. Write “TW” if the statement or example refers to Technical Writing and
“CW” if it is refers to Creative Writing.
_______ 1. Before writing a news story, begin by asking the 5W’s and 1 H.

_______ 2. Education is the movement from darkness to light (Allan Bloom).

_______ 3. Of the ten largest shopping malls in the world, three are found in the
Philippines.

_______ 4. This is to request payment for your bill amounting to Php 150.00.

_______ 5. Social Engineering has become about 75% of an average hacker’s

toolkit, and for the most successful hackers it reaches 90% or more (John
MacAfee).

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B. Explain some ideas by answering the following questions by giving
examples.
1. What other types of writing would be considered under technical writing?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What other considerations can you give before writing technical paper?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Are there other properties of writing that you can add to make a technical
writer an effective one?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. Aside from the purposes given about technical writing, can you think of other
purposes which we can add to the list?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. Are you more inclined in technical writing or creative writing?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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C. Graphic Organizer.
Construct a graphic organizer on the differences and similarities between
technical writing and creative writing.

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UNIT II
Technical
Communication Genres

Introduction
In this unit, technical writing concepts are provided to equip students with the
knowledge of the target genre. Also, the students will be given opportunities to develop
their skills in writing accomplishment reports, manuals, brochures, and other technical
communication formats.

Learning Outcomes
By the end of the lessons, you are expected to:

LO1: Identify the rhetorical and linguistic patterns of writing an extended definition
essay, writing accomplishment report, writing a product and office manuals, writing
narrative report, and writing brochure.

LO2: Write one technical writing output following the process-genre approach and the
conventions of citations using the APA 7th ed Citation Manual.

LO3: Revise written output following the comments of the adviser, grammarly and
plagiarism test results.

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Lesson 1 Extended Definition
Essay

Introduction
An extended definition essay takes a term, concept or idea and defines it in
great detail. An extended definition essay may consider the structure, function, or
underlying meaning of topic at hand. These topics will help you students get started
with extended definition essays.

Pre-writing Stage
A. Deconstruction Tasks
Activity 1. Read the definition essay in the appendices section and do the following.

1. What word or concept is being defined? _______________________________

2. Complete the checklist below by merely putting a check in the box if the item is observed
in the essay. Leave the box blank if the item is not observed in the essay.

Elements Essay Sample

1. There is a clear thesis statement. 

2. The main ideas are explicitly given. 
3. The term is introduced immediately in the first paragraph. 
4. The dictionary definition is given. 
5. Historical background or origin of the term is given (etymology) 
6. Connotation is given (emotional): How is the term used in real life? 
7. The definition is supported by personal experience. 
8. A new definition of the term is given because of a personal 
experience or observation.
9. Synonym is given and explains how alike or different the terms are. 
10. Antonym is given. Gives what the term is not. 
11. Characteristics are enumerated. 
12. Uses analogy or metaphor to define the term. 
13. Offers examples. 

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 14. Explains why the writer is defining the term. 
15. Uses rhetorical question(s). 
16. Uses facts. 
17. The definition is not circular.

18. Towards the end, the writer re-evaluates a definition given in the first 
part of the essay.
19. Classification of the word is given (noun, verb, adjective, etc.) 
20. Function is given. 
21. Explains the cause and/or the effect. 

22. Includes quotation(s). 

23. The conclusion restates the thesis. It wraps up the essay. 

Activity 2. Writing My Extended Definition Essay

Writing Prompt: We live in an uncertain time and RESILIENCE has been identified as a
significant factor of successfully overcoming the effects of earthquakes, storms,
pandemics and other forms of disasters. It has been reported RESILIENCE is one of the
Filipino traits

A. Making Inquiries. Research about the assigned term. Read your research
material and relate it to your own experiences and observations. Underline
the terms that you think you can use in your essay.

B. Guided Writing. Use the guided writing sheet to pen your ideas on
RESILIENCE. If you cannot think of anything after one minute, proceed to
the next part of the sheet. Use your research notes to complete the guided
writing sheet.

GUIDED WRITING SHEET

Dictionary Definition and Origin of the Term

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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What are its synonyms?
________________________________________________________________________
________________________________________________________________________

Antonyms
________________________________________________________________________
________________________________________________________________________

Examples that show resilience

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Facts/Statistics (How many people were affected by a calamity? How are they now?
Choose data that shows resilience)
______________________________________________________________________________
______________________________________________________________________________

Activity 3. Getting Organized

Construct an outline based on the selected points. If there are points that you have
forgotten to include in the guided writing sheet, you may add them in your outline. on
the feedback.

Thesis Statement:
______________________________________________________________________________
______________________________________________________________________________

I. 1st Main Idea: _______________________________________________________

A. ____________________________________________________________________
________________________________________________________________________

B. ____________________________________________________________________
________________________________________________________________________

II. 2nd Main Idea ________________________________________________________

A. ____________________________________________________________________
________________________________________________________________________

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 B. ____________________________________________________________________
________________________________________________________________________

C. Concluding Statement ___________________________________________________

______________________________________________________________________________
______________________________________________________________________________

Drafting
and Revisingng
1. Write the first draft. Examine your first draft using the guide below.

a. The purpose of the essay is clear.

b. The thesis statement is well-developed with supporting details like
explanations, etymology, cause-effect, process, etc. Varied methods are used
to clearly present the definition of the term.
c. The objective definitions which are quotes from other sources contain the
source of the definition.
d. The subjective definitions which are based on the writer’s personal
experiences are backed up with examples and they are written in such a way
that the readers know that these are anchored on the writer’s or other
people’s feelings about the word.
e. The definition is incomplete.
f. The definitions do not go around in circle.
g. The conclusion weaves the ideas presented in the introduction and the body.
It gives a feeling of finality.

h. There are grammatical and punctuation errors. You can use the free grammar
and plagiarism checkers, which are available online.

2. Revise your paper based on the result of your self-evaluation. Submit your
second draft to your teacher for his/her comments and revise your essay.
3. Encode your third draft and submit it to an online checker and e-detection tool.
Revise it.
4. Submit the revised essay to your instructor together with the drafts. If possible,
include results of the online grammarly and plagiarism checkers.

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Lesson 2 Writing an
Accomplishment Report
Introduction
Accomplishment report is a powerful way of communicating the success of an
organization or establishment to its stakeholders. It is a way of monitoring what has
been done in relation to its targets, goals, or functions. It is submitted periodically e.g.
monthly, quarterly, annually. For universities, an accomplishment report is produced
quarterly not only to monitor the accomplishment of its major final outputs but also to
present the highlights of its operation, which are presented to its Board of Regents.

Pre-writing Stage
A. Deconstruction
Guided Deconstruction Activity 1. Below is an excerpt from the 2016 ASEAN accomplishment
report. In particular, it is taken from the Resilience and Joint Response Accomplishment Report
AADMER Work Programme. Read and notice the linguistic description of the text below.

Heading or title; noun

form A table showing the concept note,
funding, & progress of work. This
SCIENTIFIC concept note is translated in other
AND TECHNICAL RESEARCH reports as success indicator or
target. In case where offices or
# Concept Note Budget Funding Progress units in an office are unable to
Requirements (US$) Commitment (US$) establish their targets, the expected
19 Promoting Science-Based 594,000.00 590,897.75 20% functions or activities conducted
Risk Management are written.
st
1 sentence: Brief statement of
Funds Mobilised (% of Budget Requirement) 99.48% purpose on the establishment of
the concept note. However, this is
This concept note on science-based risk management was developed to further build the not included in some
knowledge base on disaster management in ASEAN. The project is at its initial stage of accomplishment reports. Use of
implementation and has accomplished 20% of its activities with almost full budgetary passive voice in the past tense.
complement mobilised through the technical support of the APEC Climate Center and
funding support from the Government of the Republic of Korea. Support will be in the The overall accomplishment is
areas of research and knowledge generation relevant to policymaking and practice of mentioned but the report does not
include the details from the table.
disaster management. Activities will focus on scientific and technical research
It uses the present tense to describe
concerned with how disaster risks and losses can be further reduced through science and the stage of implementation and
technology. the present perfect tense for
specific accomplishment.
Source: Association of Southeast Asian Nations (ASEAN). (2016). Paving the Way towards ASEAN
Resilience and Joint Response Accomplishment Report AADMER Work Programme (2010-2015). Retrieved
from https://www.asean.org/wp-content/uploads/2016/02/AADMER-Accomplishment-Report-2010-2015- Outcomes/activities stated in
v1.5.pdf the future tense since these
have not been accomplished
yet.

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Guided Deconstruction Activity 2. Here is another excerpt from the World Health Organization’s
report. Label each part to help you understand the organization of the text. Write the purpose,
tense, and grammatical category; note also the mention of specific accomplishment(s) and the
outcome of activities.

3.1. Leadership

As the lead agency of the Global Health Cluster and the guardian of the International
1st sentence:
Health Regulations (IHR 2005)10, WHO led and coordinated the health sector response in
support of the national and local health authorities in Syria in 2014. The Organization:

• Convened regular meetings with 13 health sector partners (UN agencies, INGOs and Tense:
NGOs) to develop strategic plans, coordinate, and adapt health interventions to meet
evolving needs.

• Mapped partners’ activities and maintained an overview of who was doing what, where,
and when. This avoided the duplication of efforts and made the most of limited resources.

Source: World Health Organization. (2015). World Health Organization: Syrian Arab
Republic Annual Report 2014. Retrieved from
https://www.who.int/hac/crises/syr/sitreps/syria_2014_annual_report.pdf

Look at the two sample excerpts of an accomplishment report, how different and/or similar are
they? What conclusion can be formed based on your observation? Write your observation below.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 Writing Stage
Accomplishment Report Writing

Provided below is a hypothetical report of the International Affairs Unit for the first rating period
of 2020 (January to June 2020).

Indicator Target Actual Accomplishment

No. of agreements with evidence of  International Lecture involving the
engagement (This means that there are signed 4 Bachelor of Arts in English faculty and
agreement with international partners and that students, College of Education (CoE)
activities were conducted with the university’s Teachers
partners)

Speaker: Dr. AhmerMakan

 International Lecture
Participants: CoE 4th year students
Speaker: from the EdIW

 Virtual Mobility
Student participants: 5 students from BA
Economics and Hotel Management
University who offered the Virtual Cultural
Exchange Program: Binus University,
Indonesia
 1st Mentoring Session
Purpose: orientation on internationalization
No. of Mentoring Sessions 3 Speakers: from CHED-IAS
Date: February 28, 2020

 2nd Mentoring Session

Purpose: Orientation on Student Internship
Abroad
Speaker: from CHEDRO X
Date: March 3, 2020

 3rd mentoring Session

Purpose: IZN APrograms of Universities
Abroad
Speakers: CHED-IAS, foreign speakers
from Yemen, Singapore, Indonesia, and
Thailand
Date: June 27-30, 2020
Percentage of increase in the number of 2% 2020 accomplishment: 100 personnel
personnel with global learning attended international seminars
experience
2019 accomplishment: 70 personnel
attended international seminars

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Based on the list of accomplishments of the International Affairs Unit, write an accomplishment
report. Take note of the following:

1. In the first draft, just write the report excluding the pictures and other graphic organizers.
You can put a box instead to show where it is going to be placed.
2. In the second draft, you will make the necessary revisions and insert the pictures and
other graphic organizers. You can cut out pictures if you cannot find one in the internet.
3. Keep your drafts. You need them for your portfolio.
4. The final output will be rated based on the given rubric.

Post-writing Stage
Go over your draft using the rubric below. Make sure that you put a check in the column to show
your self-rating.

CATEGORY Very Satisfactory Satisfactory (3) Good (2) Poor (1)

(4)
All sentences &
paragraphs are
complete & well- Many sentence
Sentences & Most sentences (2-
constructed. fragments (more
paragraphs are 3) are complete and
Sentences & Paragraphing is than 3) OR
complete and well- well-constructed.
paragraphs generally well done. 1 paragraphing
constructed & of Paragraphing
sentence is choppy or needs lots of
varied structure. needs some work.
does not flow work.
smoothly from the
previous sentence.
Grammar, Writer makes no
Writer makes
spelling & error in grammar, Writer makes 1-2 Writer makes 3-4
more than 4
punctuation punctuation marks, errors. errors.
errors.
marks. or spelling
Ideas were
Ideas were somewhat
Ideas were expressed The report
expressed in a clear organized but not
in a pretty clear seemed to be a
manner. It was easy very clear. It took
manner but the collection of
to figure out what more than one
organization of the unrelated
the report was all reading to figure
entire report could paragraphs or
Ideas about. The out what the entire
have been better. 1-2 subsections. It
achievements are report was all
subsections were not was very difficult
clearly described about. 3
clearly grouped in to figure out
and the organization subsections were
one section or what the report
of the report is very not clearly grouped
heading. was all about.
easy to follow. in one section or
heading.

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 Each section and
1 -2 section(s) or subsection of the
Each section and
subsection(s) do not report has a very
subsection of the
have a clear title that clear title that
report has a very
captures the entire captures the entire
clear title that
section or subsection section or
captures the entire
of the report. If stated subsection/ 3 or
Title of the section or subsection Title is missing.
in a sentence or more sections or
report of the report. If
phrase, the choice of subsections have
stated in a sentence
the verb is incorrect title. If
or phrase, the choice
appropriate or 1-2 stated in a sentence
of the verb is
titles make use of or phrase, the
appropriate.
inappropriate verb. choice of the verb is
not appropriate.
More than 4
pictures &/or
1-2 pictures &/or 3-4 pictures &/or
All of the pictures & graphic
graphic organizers graphic organizers
Pictures & graphic organizers organizers are
are not appropriate to are not appropriate
graphic are appropriate to not appropriate
the text; they are not to the text; they are
organizers the text, clear, & are to the text; they
clear, & are not not clear, & are not
properly labelled. are not clear, &
properly labelled. properly labelled.
are not properly
labelled.

Paper Revision
Revise your paper based on your feedback and submit your paper to your adviser. The rubric
below will be used in rating your work. After revising your paper, your teacher may write on your
paper his/her specific feedbacks, which you are going to use in writing your third draft. It would
help if you use a free online plagiarism and grammarly checkers found in websites like
www.grammarly.com or www.grammarcheck.net.

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Lesson 3 Writing Product
and Office Manuals

Introduction
Manuals are comprehensive step-by-step guide on how to do something or
operate a machine. Manuals may be printed or electronic references that help customers
and technical specialists use and maintain products. These manuals are often written by
professional technical writers, although in smaller companies, engineers or technicians
may write them.

Pre-writing Stage

A. Input
Read the different types of manuals below.

1. User Manuals
These are aimed at skilled or unskilled users of equipment and provide
instructions for the setup, operation, and maintenance of a product. User manuals also
typically include safety precautions and troubleshooting charts and guides.

2. Tutorials
Tutorials are self-study guides for users of a product or system. Either packaged
with user manuals or provided electronically, tutorials guide novice users through the
operation of a product or system.

3. Training Manuals
Training manuals are used to prepare individuals for some procedure or skill,
such as operating a respirator, flying an airplane, or processing an insurance claim.
Training manuals may be printed or delivered in electronic or online forms.

4. Operators’ Manuals
Written for skilled operators of construction, manufacturing, computer, or
military equipment, operators’ manuals contain essential instructions and safety
warnings. They are often published in a convenient format that allows operators to use
them at a work site.

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5. Service Manuals
Service manuals help trained technicians repair equipment or systems, usually at
the customer’s location. Such manuals often contain troubleshooting guides for locating
technical problems.

6. Special-Purpose Manuals
Some users need manuals that fulfill special purposes; these include programmer
reference manuals, overhaul manuals, handling and setup manuals, and safety manuals.

7. Office Manuals
These are also called operations manuals which contain relevant information
about general office rules and regulations, safety instructions, organizational policies,
job description, office facilities, executive relationship, standard practices and general
instructions etc.

B. Deconstruction
Instructions: Read and analyze the contents of the sample manual below. Examine its
unique characteristics such as the page layout, length, tone, content and word usage.
Then, label the names of each part and write the type of information provided in
each part. Write your answer in the box.

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 1.)

2.)

4.)

3.)

Now that you have labelled the parts of the manual above, answer the questions
below.

1. What type of manual is it?

2. What is the purpose of this manual?

3. What are the basic parts of manuals?

4. What types of sentences are commonly used in the different parts of the manual?

5. Are the instructions easy to understand? Why or why not?

B.2. Analyzing Different Manuals

Instructions: This time, collect three different kinds of manuals and analyze the different
parts/sections. Then, fill out the matrices below by writing the information required.
Then, add a brief description of each part.

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 I. Title of the Manual: _________________________________________________

Parts of the Manual Description/Purpose

1. ___________________ _______________________________________________

2. ___________________ _______________________________________________

3. ___________________ _______________________________________________

4. ___________________ _______________________________________________

5. ___________________ _______________________________________________

6. ___________________ _______________________________________________

7. ___________________ _______________________________________________

8. ___________________ _______________________________________________

9. ___________________ _______________________________________________

10. ___________________ _______________________________________________

Other Descriptions

1. Are there symbols or pictures that reinforce the meaning of texts?

2. Are the relevant parts of drawings or illustrations clearly labelled?

3. Are the words/sentences clear and easy to understand?

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 II. Title of the Manual: __________________________________________________

Parts of the Manual Description/Purpose

1. ___________________ _______________________________________________

2. ___________________ _______________________________________________

3. ___________________ _______________________________________________

4. ___________________ _______________________________________________

5. ___________________ _______________________________________________

6. ___________________ _______________________________________________

7. ___________________ _______________________________________________

8. ___________________ _______________________________________________

9. ___________________ _______________________________________________

10. ___________________ _______________________________________________

Other Descriptions:

1. Are there symbols or pictures that reinforce the meaning of texts?

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 2. Are the relevant parts of drawings or illustrations clearly labelled?

3. Are the words/sentences clear and easy to understand?

III. Title of the Manual: ____________________________________________________

Parts of the Manual Description/Purpose

1. ___________________ _______________________________________________

2. ___________________ _______________________________________________

3. ___________________ _______________________________________________

4. ___________________ _______________________________________________

5. ___________________ _______________________________________________

6. ___________________ _______________________________________________

7. ___________________ _______________________________________________

8. ___________________ _______________________________________________

9. ___________________ _______________________________________________

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 10. ___________________ _______________________________________________

Other Descriptions:

1. Are there symbols or pictures that reinforce the meaning of texts?

2. Are the relevant parts of drawings or illustrations clearly labelled?

3. Are the words/sentences clear and easy to understand?

C. Language Focus
Most of the sentences in manuals are in the imperative mood. This mood is used
to demand or require that an action be performed. Imperatives follows the order of
subject- verb-object. However, in writing a command, you can usually omit the subject.
Below are some examples.
1. Turn the dial to OFF.
2. Heat the water to 60ºC before adding the sample.
3. Loosen the four screws using the screw driver.
It is also important that when writing instructions, sentences should contain no
more than one subordinate clauses to avoid wordiness. You can simplify a sentence with
two or more subordinate clauses by dividing it into shorter sentences. Look at the
example that follows.

One sentence with Using the screwdriver, loosen all four screws after
multiple clauses: unplugging the product.

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 Rewritten as two Unplug the product. Loosen all four screws using
sentences: the screwdriver.

Now, examine the sentences below and make the necessary revisions to make
clear and understandable imperative sentences. Write your answer on the space
provided.

1. The operator should press the red button.

2. When the red button is pressed, the game will begin

3. A user ID and password is required to log onto web interface.

4. Remove the screw to open the battery compartment and Insert batteries by
following the image on the battery compartment.

5. In changing the user ID and password, you should sign in to the Web Interface,
click Settings at the top of the main page, and open the Accounts and Import tab.

D. Planning an Instruction Manual

Instructions: Pretend that you are writing an instruction manual for a process or product
you are familiar with. Then, create a plan by answering the prompts below. Write your
answer in the second column.

1. Identify the rhetorical situation

Who are your expected
audience? Describe them in
2 – 3 sentences.
What is the specific purpose
of your manual?
What important
information should you
manual contain?

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 2. Create a plan
Who are the sections or
parts of your manual?

What would make your

manual attractive to your
readers? ( language,
graphics, images)

Writing Stage
Now that your plan has been approved, start writing and laying out your
manual. Use Microsoft Publisher, Photoshop or any application that you are familiar
with for your manual. Then submit your draft to your instructor for comments and
suggestions for improvement.

Post-writing Stage
Read the comments and suggestions of your instructor on you draft. Revise your
manual to its final form. Then, submit it through email or your online learning platform
(Google Classroom). You may also mail your final output to your instructor. Below is
the rubric that will be used in rating your output.

CATEGORY Very Satisfactory (4) Satisfactory (3) Good (2) Poor (1)

Graphics go well Graphics go well Graphics do not go

Graphics go well with
with the text, but with the text, but with the
the text and there is a
Graphics/Pictures there are so many there are too few accompanying text or
good mix of text and
that they distract and the brochure appear to be
graphics.
from the text. seems "text-heavy". randomly chosen.

The manual's
The manual has
The manual has formatting and
exceptionally The manual has
Attractiveness & attractive formatting organization of
attractive formatting well-organized
Organization and well-organized material are
and well-organized information.
information. confusing to the
information.
reader.

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 99-90% of the texts 89-80% of texts Fewer than 80% of
All texts such as the
such as the such as the the texts such as the
Content - instructions and
instructions and instructions and instructions and
Accuracy descriptions in the
descriptions are descriptions are descriptions are
manual are accurate.
accurate. accurate. accurate.

Graphics go well Graphics go well Graphics do not go

Graphics go well with
with the text, but with the text, but with the
the text and there is a
Graphics/Pictures there are so many there are too few accompanying text or
good mix of text and
that they distract and the brochure appear to be
graphics.
from the text. seems "text-heavy". randomly chosen.

Careful and
Careful and accurate Careful and accurate accurate records
Sources are not
records are kept to records are kept to are kept to
documented
document the source document the source document the
Sources accurately or are not
of 95-100% of the facts of 94-85% of the facts source of 84-75% of
kept on many facts
and graphics in the and graphics in the the facts and
and graphics.
manual. manual. graphics in the
manual.

No more than 3
No more than 1
No spelling errors spelling errors
spelling error
remain after one remain after one
Spelling & remains after one Several spelling
person other than the person other than
Proofreading person other than the errors in the manual.
typist reads and the typist reads
typist reads and
corrects the manual. and corrects the
corrects the manual.
manual.

26 | P a g e
Lesson 4 Writing a
Narrative Report

Introduction
In both academic and non-academic contexts, narrative report is an important
written document which provides information of what was accomplished and its
results. It describes the event holistically in a chronological manner, reporting its type,
purpose, consequences, result and its implication.

Pre-writing Stage
A. Input

Important Moves in Writing the Parts of a Narrative Report

This part of narrative report writing should present the topic

for discussion. As a rule, the introductory part consists of
INTRODUCTION one paragraph. It gives the readers a notion of the basic
discussion. This includes the sponsoring agency, the date
and venue, and the purpose of the event.

This part of narrative report writing contains the discussion

of the major activities conducted not limited to one
BODY paragraph. Each major activity is supported and elaborated,
wherein a writer do not present personal opinion in the
process of narrative report writing, but to describe and
narrate the process objectively.

This part of the narrative report writing process requires

presentation of the summary and the final idea. It is
CONCLUSION preferable that the statements presented in this part do not
express partiality and prejudices. This includes drawing
conclusions by citing the results revealed in the major
activities conducted and their implications.

27 | P a g e
B. Deconstruction
1. Instructions: Analyze the given sample below and familiarize its parts by
identifying the points presented.

Extension in Barangay 3, Malaybalay City

A NARRATIVE REPORT
The Language and Letters Department continued its endeavor on extension
program English in the Workplace for Barangay Secretaries at Barangay 3, Malaybalay
City last November 21, 2017. The said extension covered an overview on endorsements
INTRODUCTION
and reports. Reports include investigation, unit performance evaluation and incident.
These subject matters were delivered by Mr. Daniel John Abejuela, one of the faculty in
the said department.
The general perspectives of the event were to equip the secretaries with a skill in
writing correct formatting of endorsement letters and concise structure in writing reports.
Hence, they were introduced and led to the most convenient formatting in these writing
processes. Interestingly, the lecturer had prepared them a sample reports written in
different structures. The first structure presented the wordy content of reports. This is
called wordiness. Wordiness characterizes a paragraph with unessential information. On
the other hand, the structure on concision was also given emphasis. Concision is a perfect BODY

opposite of wordiness, for a paragraph is consists of short but relevant information.

After the lecture, they were given an opportunity to rephrase a wordy report to
make it more concise. They were guided by the lecturer in the process and with the
convention of the given samples as supplementary references. After which, they were
given a time to write their own endorsement letters, and let their co-secretaries correct and
proofread their works.
As a conclusion, the extension was made possible and successful because the
faculty worked hand in hand. The collaboration among the faculty was evident. It is
viewed then that collaborative endeavor has a huge impact in attaining the goal of such
endeavor. It was also made possible for the secretaries were so warm and open. It was CONCLUSION
seen that they have the potentials to do far better than before. Thus, they are expected to
incorporate these skills in their respective works, and may contribute to the success of
their community.

Source: LLD (2017). A narrative report on extension activity.

C. Language Focus
In writing narrative reports, there are some grammatical points to consider.
These include the use of passive voice, third-person pronoun and past form of verb.

Passive voice is used to show interest in the person or object that experiences an action
rather than the person or object that performs the action. In other words, passive voice
speaks about the action taken.
Example: The dissemination about the seminar on Gender Equality was made.

28 | P a g e
Third person pronouns refer to people or things other than the speaker (or writer) and
the person(s) addressed (Nordquist, 2018). These include
Examples: he, she, it, they, him, her, one, them, his, hers, themselves, itself, himself,
herself, and oneself

Past tense verbs refer to actions or events in the past. They can be regular verbs that
simply end with a "d" or an "ed" or they can be irregular and change their spelling to
show the past tense.
Examples:
Present Form Past Form
Regular verbs call called
Irregular verbs seek sought

Activity 1
Instructions: This part allows you to evaluate grammatical considerations in writing a
narrative report. Below is a department extension narrative report. Look for
grammatical points applied by underlining and labelling (passive voice, past tense verb, or
third person pronoun) them.

Extension in Zamboanguita, Malaybalay City

A NARRATIVE REPORT
The Language and Letters Department continued its endeavor on extension program
English in the Workplace for Barangay Secretaries at Zamboanguita, Malaybalay City last
September 27, 2017. The said extension covered an overview on the Newsletter which was
delivered by Ms. Rachel-Anne S. Valera, one of the faculty in the said department.
The general perspectives of the event were to equip the secretaries with a skill in writing
substantial news and to shape their acquired knowledge in the writing process. The secretaries
were taught on what is news writing, specifically its structure which is inverted pyramid. They
were told to write starting from the most interesting or important to least interesting or
important information. This convention gave them an overview in regards with the entry of
significant information in writing news. In addition, they were also given overview and taught
on how to write a lead in news writing. They were introduced as to what specific shall be
regarded in it. One of which is the understanding of its main function not just to introduce the
news story, but to give questions to readers.
After the lecture, they were given an opportunity to commence an interview, an exercise
to gather information from a prospect source. They were guided with a conventional structure
in gathering information for a lead – the WH questions. After which, they themselves had
written a lead consisting the information they gathered during the exercise interview.
As a conclusion, the extension was done smoothly because collaboration among the
faculty was evident. It is viewed then that collaborative endeavor has greater impact to learners
or recipient of the subject. It was also made possible for the cooperation of the secretaries was
spare unconditionally. They were seen to have full of willingness and eagerness to learn things.
Thus, they are expected to explore on their own in writing while incorporating the shared
knowledge.
Source: LLD (2017). A narrative report on extension activity.

29 | P a g e
 Writing Stage
A. Outlining
Activity 2
Instructions: This part allows you to construct a blueprint of a narrative report that you
wanted to write. This narrative report, for any instance should involve you. Thus, you
need to consider grammatical points in writing one. Fill in the template below, following
the important moves in writing a narrative report. You will be rated using the rubric.

_____________________________________________________
Title
I. Introduction
a. (Sponsoring agency)
______________________________________________________________
b. (Date and venue)
______________________________________________________________
c. (Purpose)
______________________________________________________________
II. Body
a. Event
1:____________________________________________________________
i. Support
1:______________________________________________________
ii. Support
2:______________________________________________________
b. Event
2:____________________________________________________________
i. Support
1:_____________________________________________________
ii. Support
2:_____________________________________________________
III. Conclusion
a. Result
1:____________________________________________________________
i. Implication:____________________________________________
b. Result
2:____________________________________________________________
i. Implication:____________________________________________

30 | P a g e
 Self-assessment Rubric
Category Satisfactory (3) Good (2) Poor (1)
Exhibits well-structured
Failed to exhibit a well-structured
presentation of ideas by Exhibits a structured
presentation of ideas; several
providing specific details to presentation of ideas; only
specific details are not provided
Structure complete the template (i.e. few specific details are not
(i.e. for introduction: the purpose,
for introduction: purpose, provided (i.e. for introduction:
date and venue, and sponsoring
sponsoring agency, and date the purpose is not provided).
agency are not provided).
and venue).
Demonstrates relevant but
Demonstrates relevant and
not specific information Failed to demonstrate relevant
specific information about
about the event; supporting and specific information about the
the event; supporting details
Content details somewhat cohere with event; supporting details do not
cohere with major ideas (i.e.
major ideas (i.e. event one is cohere with major ideas (i.e. event
event one is supported and
somewhat supported and one is not supported and elaborated).
elaborated).
elaborated).

Presents complete but less Failed to present complete and

Presents complete and
specific information about the specific information about the
specific information about
Completeness event (i.e. introduction does not event (i.e. introduction does not
the event (i.e. introduction,
provide the name of a sponsoring provide two of the three important
body, conclusion).
agency). details).

Shows 0% to 10% plagiarism Shows 11% to 30% plagiarism

Shows 31% to 100% plagiarism
Originality result in the plagiarism result in the plagiarism
result in the plagiarism checker.
checker. checker.

Total Score

Comments and Suggestions:

_____________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

31 | P a g e
B. First Draft

Activity 3
Instructions: Once the outline is evaluated and rated, you are to carry out the comments
and suggestions made to construct a full-length narrative report following the details
presented in your outline. Your first draft will undergo peer evaluation using the rubric.
You may use another paper before writing it on the space provided.

_____________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

32 | P a g e
Peer Assessment Rubric
Category Satisfactory (3) Good (2) Poor (1)
Displays accurate use of Displays less accurate use Failed to display accurate
grammar; the use of past- of grammar; the use of use of grammar; the use of
tense verbs, passive voice, past-tense verbs, passive past-tense verbs, passive
Grammar and third-person pronouns voice, and third-person voice, and third-person
is evident. At least 1 pronouns is somewhat pronouns is not evident.
grammatical error is evident. 2 to 3 grammatical More than 4 grammatical
committed. errors are committed. errors are committed.
Exhibits somewhat
coherent presentation of
Exhibits a coherent
ideas; some of the Failed to exhibit a coherent
presentation of ideas by
transitional cues and presentation of ideas;
using transitional cues and
Structure devices are not used supporting details are not
devices (i.e. supporting
appropriately (i.e. connected to the thesis
details explain the thesis
supporting details somewhat statement.
statement).
connected to the thesis
statement).

Demonstrates relevant but Failed to demonstrate

Demonstrates relevant and
not specific information relevant and specific
specific information about
about the event; information about the
the event; supporting
supporting details event; supporting details
Content details explained the thesis
somewhat explained the did not explain the thesis
statement clearly (i.e. event
thesis statement (i.e. event statement (i.e. event one is
one is supported and
one is somewhat supported not supported and
elaborated).
and elaborated). elaborated).

Presents complete and Presents complete but less Failed to present complete
specific information about specific information about and specific information
Completeness
the event; ended with a the event; conclusion is about the event; conclusion
conclusion. somewhat provided. is not provided.

Shows 0% to 10% Shows 11% to 30% Shows 31% to 100%

Originality plagiarism result in the plagiarism result in the plagiarism result in the
plagiarism checker. plagiarism checker. plagiarism checker.

Total Score

Comments and Suggestions:

__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

33 | P a g e
 Post-writing Stage
A. Second Draft
Activity 4
Instructions: Rewrite and improve your first draft by carrying out the suggestions and
comments made. You may use another paper before writing it on the space provided.

_____________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

34 | P a g e
B. Final Draft/Submission

Activity 5
Instructions: Rewrite and improve your second draft by carrying out the suggestions and
comments made. This time, your work will be rated by your instructor using the same
rubric used in the peer evaluation. You may use another paper before writing it on the
space provided.

_____________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

35 | P a g e
Teacher Assessment Rubric
Category Satisfactory (3) Good (2) Poor (1)
Failed to display accurate
Displays accurate use of Displays less accurate use of
use of grammar; the use
grammar; the use of past- grammar; the use of past-
of past-tense verbs,
tense verbs, passive voice, tense verbs, passive voice,
passive voice, and third-
Grammar and third-person pronouns and third-person pronouns
person pronouns is not
is evident. At least 1 is somewhat evident. 2 to 3
evident. More than 4
grammatical error is grammatical errors are
grammatical errors are
committed. committed.
committed.

Exhibits somewhat coherent

Exhibits a coherent
presentation of ideas; some Failed to exhibit a
presentation of ideas by
of the transitional cues and coherent presentation of
using transitional cues and
Structure devices are not used ideas; supporting details
devices (i.e. supporting
appropriately (i.e. supporting are not connected to the
details explained the thesis
details are somewhat connected thesis statement.
statement).
to the thesis statement).

Failed to demonstrate
Demonstrates relevant and Demonstrates relevant but
relevant and specific
specific information about not specific information
information about the
the event; supporting about the event; supporting
event; supporting details
Content details explained the thesis details somewhat explained
did not explain the thesis
statement clearly (i.e. event the thesis statement (i.e.
statement (i.e. event one is
one is supported and event one is somewhat
not supported and
elaborated). supported and elaborated).
elaborated).

Failed to present
Presents complete and Presents complete but less
complete and specific
specific information about specific information about
Completeness information about the
the event; ended with a the event; conclusion is
event; conclusion is not
conclusion. somewhat provided.
provided.

Shows 0% to 10% Shows 11% to 30% Shows 31% to 100%

Originality plagiarism result in the plagiarism result in the plagiarism result in the
plagiarism checker. plagiarism checker. plagiarism checker.

Total Score

Comments and Suggestions:

__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

36 | P a g e
Lesson 5 Writing
a Brochure

Introduction
A brochure is a common marketing tool used to advertise a service or product
offering. It takes the form of a pamphlet or flyer that is used to distribute information
about something.

Pre-writing Stage
A. Teacher’s Input
Brochures allow businesses to introduce new products and services to existing
customers or increase their reach by advertising to new prospects. They can be
handed out in person, mailed, or left at specific businesses that are willing to help
you reach their customers.

What Makes a Brochure Effective?

An effective brochure;

 addresses a specific audience

 has a clear purpose
 answers the 5 Ws: Who, What, Where, When, Why
 provides additional information if necessary
 uses descriptive and precise writing
 uses a variety of text features
 has been edited for grammar, punctuation, spelling, and capitalization.

Types of Brochures

 Brochures as Restaurant Menus/Recipes

 Brochures as Invitations
 Brochures as Presentation Package
 Brochures as a Resume
 Brochures as Maps

37 | P a g e
B. Deconstruction
Instructions: Think of a local event or place to visit within the city (restaurant, shops,
tourism spot, show, etc.). Write all the information you can think of about that place. Put
them in the square provided below.
Example:
Place – Malaybalay Zoo
Opening to public – February 26, 2019
Animals – bear cat, tiger, etc.

Writing Stage
GUIDELINES IN MAKING A BROCHURE

38 | P a g e
 NARROWING DOWN YOUR TOPIC

1. Get specific

A brochure is a valuable, tangible piece of marketing material that is ultimately

used to sell. Don’t try to cover too many topics in one brochure. While a brochure can be
used to highlight your overall offerings, it's often good to have multiple brochures. You
should have a brochure for each individual product or service. Instead of offering a lot
of broad information, you want your brochure to focus on one topic. Perhaps you write
one brochure on only kitchens. Get specific to one room so you can explain every detail
from the type of tile you offer to the colors of the cabinet handles.

2. Put yourself in your readers’ shoes

Pretend you’ve come across your own brochure. When looking at the front ask
yourself what kind of information you would want to find inside. Write down and
answer any questions you may have. You can use these in your brochure.
Identify your target audience. You want to think about where people will pick
up this brochure. Who these people are. Are you writing your brochure to an individual
consumer who is looking for a product or service? Or are you writing your brochure for
a team of investors and board members? Your voice and tone and even the information
you provide will be different based on who is going to be reading your brochure.

3. Stress the benefits of your product

Instead of just providing an overview of the basic features, you want to focus on
a specific topic that lets you get detailed. Features describe the product or service;
benefits describe how the features will help the readers. Your brochure is a product
someone will take away. Therefore, you need to provide enough relevant information
quickly and effectively. Your brochure will serve as a salesperson of sorts.

SETTING UP A LAYOUT

1. Choose a layout
Brochures come in many styles and layouts. The most common is the tri-fold
brochure. However, you should free to choose a different layout depending on the
information you are providing. Now that you have a topic narrowed down, you can
begin writing copy. Pay attention to how many sections you need. Create an outline
to help you discover how much room you'll need.

39 | P a g e
 There are plenty of folding types and layouts when it comes to brochures. Some
brochures are more like books or pamphlets. Some include inserts or cutouts. Don’t
feel like your brochure has to be a typical tri-fold. The organization of information is
essentially the same whatever your layout. The front is used to depict a lifestyle that
can be achieved by the product or service within the brochure. The next pages
contain answers and offers. And the last sections provide incentives to move
forward and contact information.

2. Capitalize your real estate

Whatever style or layout you choose, you need to make the most of the physical
space. This means finding a balance between words and images. While your copy
provides readers with valuable information, you don’t want to fill entire pages or
sections with blocks of text. No one will read your brochures if you write too much.
This is where pictures and graphs help you. Don’t make your text size smaller to
accommodate more words. If you can’t fit what you want to say on a page or section,
you’re saying too much. Pictures and graphs are a great visual way to provide
valuable information. You can also include little blurbs of text that explain a photo or
graph.

3. Use the front cover or panel to entice readers

Your front cover is what will get people to pick up your brochure. An eye-
catching photo or graphic is more effective than a bunch of text. Use a photo that

40 | P a g e
showcases the product or service you are selling. Depict people enjoying your
products or services. Along with a great photo, be sure to include text that speaks
directly to the reader. Ask a question or state a benefit that someone picking up your
brochure will want. A tagline and a line or two of text on your cover give readers
enough information to pick up your brochure. It also creates just enough mystery to
entice readers to flip to the next page or section.

Creating the Content

1. Keep your brochure content focused

Your goal is to keep earning your reader’s focus and attention. Cater your
content to the type of reader you are hoping to attract with your brochure. Your
content should highlight the benefits of what you are offering, not just features.
Instead of only providing content that shows your product, include a lifestyle
atmosphere. Show how your product will benefit your customer’s life. You can do
this with pictures and copy that show people enjoying your product. Explain why
current customers are satisfied.

2. End the brochure with a call to action

Direct your reader to the next step. This could be done by asking your reader to
visit your showroom or call your office to schedule an appointment. Try to create an
emotional call to action. Once again, consider using words and pictures to elicit an
emotion. People are more likely to act if you can create empathy. If your brochure is
selling custom kitchens, use a picture that shows a happy family sharing a delicious
meal in a beautiful kitchen. Then, in your call to action, invite readers to contact you
to get a kitchen that will make every night as perfect as the one in your photo.

41 | P a g e
SAMPLE BROCHURE

42 | P a g e
Instructions: Make your own brochure following the guidelines and rubrics given below.

CATEGORY Very Satisfactory (4) Satisfactory (3) Good (2) Poor (1)

Graphics go well Graphics go well Graphics do not go

Graphics go well with
with the text, but with the text, but with the
the text and there is a
Graphics/Pictures there are so many there are too few accompanying text or
good mix of text and
that they distract and the brochure appear to be
graphics.
from the text. seems "text-heavy". randomly chosen.

The brochure's
The brochure has
The brochure has formatting and
exceptionally The brochure has
Attractiveness & attractive formatting organization of
attractive formatting well-organized
Organization and well-organized material are
and well-organized information.
information. confusing to the
information.
reader.

Fewer than 80% of

99-90% of the facts in 89-80% of the facts
Content - All facts in the the facts in the
the brochure are in the brochure are
Accuracy brochure are accurate. brochure are
accurate. accurate.
accurate.

Graphics go well Graphics go well Graphics do not go

Graphics go well with
with the text, but with the text, but with the
the text and there is a
Graphics/Pictures there are so many there are too few accompanying text or
good mix of text and
that they distract and the brochure appear to be
graphics.
from the text. seems "text-heavy". randomly chosen.

Careful and
Careful and accurate Careful and accurate accurate records
Sources are not
records are kept to records are kept to are kept to
documented
document the source document the source document the
Sources accurately or are not
of 95-100% of the facts of 94-85% of the facts source of 84-75% of
kept on many facts
and graphics in the and graphics in the the facts and
and graphics.
brochure. brochure. graphics in the
brochure.

No more than 3
No more than 1
No spelling errors spelling errors
spelling error
remain after one remain after one Several spelling
Spelling & remains after one
person other than the person other than errors in the
Proofreading person other than the
typist reads and the typist reads brochure.
typist reads and
corrects the brochure. and corrects the
corrects the brochure.
brochure.

43 | P a g e
 Post-writing Stage
Instructions: Borrow your classmates’ finished brochure (pdf). Read the content and
answer the following questions inside the box provided below;

Name of Classmate:
Type of Brochure:

1. Did the brochure convince me of its message?

2. If no, what could be the reason/s? If yes, which key points were convincing?

44 | P a g e